蘇城外PYP幼兒園倡導以探究為主要的學習方式，推進課程游戲化，注重課程融合和落地，以及課程資源的有效利用。在課程的實施過程中，我們充分尊重幼兒的發(fā)言權(quán)和選擇權(quán)，也由此生成了一系列的探究故事……

SCFLS developed an integrated curriculum and was officially authorized to become an IBPYP school on December 22. As a PYP kindergarten, we advocate to use inquiry as the main learning method, promote curriculum gamification, focus on curriculum integration and implementation, and advocate effective use of curriculum resources. In the implementation of the course, we fully respect the children’s right of voice and choice, and a series of exploration stories have been generated from this...

接下來，就讓我們以問題為導向

一起去看一看蘇城外“超柚人”故事……

Next, let us take a question-oriented approach and look at the story of the "Super Pomelo Man" in SCFLS.

這是幼兒園寶貝們在午餐期間發(fā)生的一組對話，

由此老師設計了一組探究“柚子”的主題活動

以兒童為中心，主導探究資源的選擇，充分尊重孩子的選擇權(quán)和主導權(quán)；并且以《指南》為指引，作為開展探究的理論支撐。

This is the conversation of children during lunch time, and it is also an important cause of the pomelo exploration story. Focusing on children, we let children choose the exploration resources and fully respect children's right of choice and ownership. We use "Guide" as the theoretical principal for carrying out exploration.

“為什么柚子的果肉有白色和紅色？”

有了興趣、了解了需求和疑問，下一步就是探究啦！

"Why was the pomelo I ate at home yesterday white?"If the children have the desire to learn, we must give them opportunities.

老師將紅柚和黃柚果肉投放進了班級的甜品店。孩子們覺得很新鮮，當天的游戲都去甜品店品嘗柚子了。他們發(fā)現(xiàn)了柚子的果肉顏色不同，于是就借助IPAD進行查閱，發(fā)現(xiàn)柚子有紅柚和黃柚。就這樣，孩子們關于柚子的第一個問題解決了，柚子有不同的品種。

The teacher put the red pomelo and yellow pomelo into the dessert shop of the class. The children found it very fresh, and all of them went to the dessert shop to taste pomelo. They found that the flesh of pomelo is different in color, so they used i-Pads to check it and found that there are red pomelos and yellow pomelos. In this way, the children's first question about pomelos is answered - there are different varieties of pomelo.

“我覺得紅色的這個柚子比較甜！”

充分激發(fā)幼兒能動性才能讓幼兒在游戲中真正的學習！

"I think the red pomelo is sweeter”

Only by fully stimulating children's initiative can children truly learn in games.

“柚子皮有什么作用？”

“老師，為什么要把柚子皮放到冰箱呢？”

新的探究方向：柚子除了吃，還能做什么呢？我們最大限度地為孩子提供了條件和機會解釋這個問題。

"What is the use of pomelo peel?""Teacher, do you know why my mother put the pomelo peel in the refrigerator?"New research direction: What else can you do besides eat pomelo? We maximize the conditions and opportunities for children to solve this problem.

繪本館翻看植物百科書籍

Browse botanical encyclopedia books in the library

用Ipad查閱資料

Access information with i-Pads

生活經(jīng)驗的相互交流分享

Share life experience

三個關鍵問題導向——展開豐富探究——學習和解決問題的能力

Three key questions orientations--carry out rich inquiry activities--the ability to learn and solve problems

IB認為只有通過不斷的評估，才能去更新老師的教學內(nèi)容和教學方法，才能幫助幼兒更好地進行探究。

IB believes that only through continuous assessment can we update the teacher's teaching content and teaching methods to help children to better explore.

將課程資源靈活運用于SCFLS-PYP幼兒園的各個年齡段，與正在開展的校本主題相融合，為校本課程服務。

我們以孩子獲得經(jīng)驗進階為目的，深入嘗試與調(diào)整，讓環(huán)境、活動、課程生長孩子的想法，也讓PYP幼兒園的探究故事更為精彩！

The curriculum resources are flexibly applied to all age groups in our kindergarten, and they are integrated with the kindergarten-based themes that are being developed to serve the kindergarten-based courses. We aim for children to gain experience and advancement, in-depth trials, and adjustments. Doing so ensures that the environment, activities, and curriculum can help children develop ideas, and make the exploration story of our PYP kindergarten more exciting.